title: Evaluation of FCS self and peer-assessment approach based on Cooperative and Engineering Design learning.
abstract: The Cooperative Learning in Engineering Design curriculum can be enhanced with structured and timely self and peer assessment teaching methodologies which can easily be applied to any Biomedical Engineering curriculum. A study was designed and implemented to evaluate the effectiveness of this structured and timely self and peer assessment on student team-based projects. In comparing the 'peer-blind' and 'face-to-face' Fair Contribution Scoring (FCS) methods, both had advantages and disadvantages. The 'peer-blind' self and peer assessment method would cause high discrepancy between self and team ratings. But the 'face-to-face' method on the other hand did not have the discrepancy issue and had actually proved to be a more accurate and effective, indicating team cohesiveness and good cooperative learning.
authors.forename: Dean
authors.initials: D
authors.lastname: Cvetkovic
mesh_terms: D001698:Biomedical Engineering / Q000193:education*; D003479:Curriculum / Q000592:standards; D004521:Educational Measurement / Q000379:methods*; D006801:Humans; D007858:Learning; D010379:Peer Group